Diana Buckley

ECE 497
Tracy Reed

The periods of development this presentation

will focus on is the social and learning
development. It will be suitable for children
from pre k to the sixth grade.

My role as a child development professional is to

provide resources and additional information for

families and their community to engage in
activities and fun events. I must have the proper
knowledge in order to help assist the families
and

communities

gain

partnership

and

accomplish the learning and social developments

together as a team.

The rationale for teaching many of the

learning skills, behaviors, attitudes, and
critical thinking strategies now a part of
learner-centered college courses is that our
students will need these skills for their
careers (Sylwester, 2002). This is why it is
important to teacher children the learning
and social skills they will need for their
future.

Bronfenbrenners Ecological System explains

how crucial it is for families and communities to
interact and communicate. The mesosystem is
the interconnections between the
microsystems,(which refers to the institutions
and groups that most immediately and directly
impact the child's development including: family,
school, religious institutions, neighborhood, and
peers) and Interactions between the family and
teachers. It is also the relationship between the
childs peers and the family (Trance,
Flores,2014).

TYPE 1--PARENTING: Assist families with

parenting
and
child-rearing
skills,
understanding
child
and
adolescent
development, and setting home conditions
that support children as students at each age
and
grade
level.
Assist
schools
in
understanding families. This type of
involvement has a positive influence on the
learning development of children because the
parents are actively supporting their child.
The school can implement this type of
involvement by providing parent, child get
togethers.

TYPE 2--COMMUNICATING: Communicate

with families about school programs and
student progress through effective schoolto-home
and
home-to-school
communications). This type of involvement
can have an influence on the communication
between the schools and family by
introducing events that are available for them
to attend. Schools can provide resources for
both.

TYPE 3--VOLUNTEERING: Improve

recruitment, training, work, and schedules to
involve families as volunteers and audiences
at the school or in other locations to support
students and school programs). This type of
involvement can have a positive impact on
those in need of assistance but do not have
the proper funds. Schools can allow the
families to volunteer their quality time to
those in need.

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon,
B.S. (1997). School, Family, and Community Partnerships:
Your Handbook for Action. Thousand Oaks, CA: Corwin Press.
Marlowe E. Trance, Kerstin O. Flores. (2014). " Child and
Adolescent Development" Vol. 32. no. 5 9407
Sylwester, R. (2002-2014) A Clear rationale for learnercentered Teaching National Education Association